1

Final Report Safe Drinking Water in

Soramarith Secondary School

April 4th, 2011

Report by: Phouv Narin Program Manager, BOL EMW in Cambodia

1

Table of content

BACKGROUND .............................................................................................................................................1

INTRODUCTION ............................................................................................................................................2

PROJECT TITLE: SAFE DRINKING WATER IN SECONDARY SCHOOL.................................................3

I. PROJECT GOAL ........................................................................................................................................4

II. FILTER AND UV SYSTEM.........................................................................................................................6

2.1 CORE PRINCIPLES UV SYSTEM IN SORAMARITH SECONDARY SCHOOL:......................................................6

2.2 FILTER BRAND ........................................................................................................................................6

III. THE RESULT WATER ANALYSIS REPORT...........................................................................................7

IV. THE SOLAR PANELS FOR WATER PUMP............................................................................................8

4.1 THE LORENTZ PS200-HR04 PUMP.....................................................................................................8

4.2 STARTING THE PUMP ..........................................................................................................................8

4.3 TIME DELAYS......................................................................................................................................8

4.4 PUMP OVERLOAD ...............................................................................................................................8

V. MAINTENANCE.........................................................................................................................................9

5.1 SOLAR PANELS...................................................................................................................................9

5.2 SOLAR PUMP......................................................................................................................................9

VI. TROUBLESHOOTING..............................................................................................................................9

6.1 IF THE PUMP DOESN’T RUN ...............................................................................................................9

6.2 PUMP OVERLOADS (PUMP ON LIGHT SHOWS RED INSTEAD OF GREEN) .............................................10

VII. CONTRACTED AND PAYMENT TO COMPANIES ..............................................................................11

7.1 CONTRACTED AND PAYMENT TO HCHH ............................................................................................11

2

7.2 CONTRACTED AND PAYMENT TO KAMWORK (SOLAR PANEL) ...........................................................13

7.3 CONTRACTED AND PAYMENT TO FREELANCE CONSULTANCY (SURVEY) ..............................................15

VIII. OVERALL CONCLUSIONS AND RECOMMENDATIONS ..................................................................18

8.1 CONCLUSIONS ......................................................................................................................................18

8.2 RECOMMENDATIONS .............................................................................................................................19

IX. APPENDICES .........................................................................................................................................20

A. SURVEY TOR..........................................................................................................................................20

1. INTRODUCTION` ...................................................................................................................................20

2. OBJECTIVES OF THE STUDY..................................................................................................................20

3. SCOPE OF WORK .................................................................................................................................20

4. METHODOLOGY ...................................................................................................................................21

5. PROVISIONAL SCHEDULE......................................................................................................................21

6. TEAM COMPOSITION.............................................................................................................................21

7. QUALIFICATION FOR FREE-LANCE CONSULTANT ....................................................................................22

B. SURVEY RESULT ...................................................................................................................................23

CHARPTER 1: INTRODUCTION.......................................................................................................23

1. WORK PROGRAM...............................................................................................................................23

1.1 Summary .....................................................................................................................................23

1.2 Context.........................................................................................................................................23

1.3 Relevant School background ................................................................................................23

CHARPTER 2: METHODOLOGY .....................................................................................................24

2. RESEARCH METHODOLOGY ............................................................................................................24

2.1 Research design .......................................................................................................................24

2.2 Study sites ..................................................................................................................................24

2.3 Study population .......................................................................................................................24

3

2.4 Total sample size for the Study ............................................................................................25

2.5 Sampling frame .........................................................................................................................25

2.6 Preparation for data collection ..............................................................................................25

2.7 Field data collection .................................................................................................................25

2.8 Data processing ........................................................................................................................25

2.9 Timeframe...................................................................................................................................26

2.10 Questionnaire Design............................................................................................................26

2.11 Limitation...................................................................................................................................26

CHARPTER 3: RESULTS ...................................................................................................................27

3.1 THE DISTRIBUTION OF SAMPLE PARTICIPATION.........................................................................27

CHAPTER 4: FOCUS GROUP DISCUSSION...............................................................................39

4.1 SCHOOL STEERING COMMITTEE FOCUS GROUP .....................................................................39

4.2 STUDENT FOCUS GROUP DISCUSSION ......................................................................................39

4.3 CONSOLIDATION OF THE FOCUSED GROUP DISCUSSION RESULTS: ......................................39

CHAPTER 5: CONCLUSION AND RECOMMENDATION........................................................41

5.1 CONCLUSION ...................................................................................................................................41

5.2. RECOMMENDATION .......................................................................................................................42

C. WATER TANK AND SCHOOL AWARENESS PICTURES ...................................................................46

D. SCHOOL MAP FOR DRINKING WATER PLACES................................................................................51

1

Background

There are three main types of microorganisms that can be found in drinking water: bacteria, viruses, and protozoa. These can exist naturally or can occur as a result of contamination from human or animal waste. Some of these are capable of causing illness in humans. Surface water sources, such as lakes, rivers, and reservoirs, are more likely to contain microorganisms than groundwater sources, unless the groundwater sources are under the direct influence of surface water. The main goal of drinking water treatment is to remove or kill these organisms to reduce the risk of illness. Although it is impossible to completely eliminate the risk of waterborne disease, adopting a multi-barrier, source-to-tap approach to safe drinking water will reduce the numbers of microorganisms in drinking water. This approach includes the protection of source water (where possible), the use of appropriate and effective treatment methods, well-maintained distribution systems, and routine verification of drinking water safety. All drinking water supplies should be disinfected, unless specifically exempted by the responsible authority. In addition, surface water sources and groundwater sources under the direct influence of surface water should be filtered. Drinking water taken from pristine surface water sources may be exempt from the filtration requirements. The performance of the drinking water filtration system is usually assessed by monitoring the levels of turbidity, a measure of the relative clarity of water. Turbidity is caused by matter such as clay, silt, fine organic and inorganic matter, plankton, and other microscopic organisms, which is suspended within the water. Suspended matter can protect pathogenic microorganisms from chemical and ultraviolet (UV) light disinfection. Soramarith secondary school in Kampong Chhnang Province is the site of the first East Meets West Clean Water and Sanitation Project in Cambodia. Located 90 kilometers east of Phnom Penh, with a population of just under 600,000 people, Kampong Chhnang is one of the poorest provinces. When this project is completed: 4,580 people will be provided with sustainable safe drinking water and sanitation benefits (4,440 students and 180 teachers at the school).

The first step in the implementation phase was building support within the community and local government in order to ensure successful installment and sustainability of the water and sanitation project. EMW has gained full support from both the Provincial Education Department and Soramarith secondary school. The school director has committed himself to maintain the water and sanitation system in the school after the handover from EMW. During the month of February open bidding was held for the installation of the water and sanitation system. Work contracts were signed between EMW and two companies – one for general construction and one for solar. Hout Chhoeun Construction Company (HCHH) will be responsible for the general construction, water testing, delivery and installation of water system and provide maintenance for the first year while KAMWORKS will deliver and install the solar panel for UV system. HCHH began their work on the water system on February 26th, 2011 and KAMWORKS will deliver and install the solar component on March 10th, 2011. The safe drinking water system is expected to be operational the third week of March, providing water and sanitation to all students and teachers at Soramarith secondary school. Immediately following completion, EMW, will conduct a series of awareness activities in the school in order to help the beneficiaries understand how to access and sustain the full benefits of clean water and sanitation. With the support of the school Director, the Water School Committee will train the staff in the operation and maintenance of the water filtration unit in the school on a day-by-day basis. Teachers and students will then help to maintain the water system in the school – a very important way to control the quality of the water supply in the school. The entire project including the water and sanitation system, awareness activities, and sustainability training is expected to be complete on March 31st, 2011 and EMW Cambodia will conduct regular monitoring of the project and its outcomes.

2

Introduction

Ensuring the safe drinking water in school is one of the most fundamental, and most critical, responsibilities of modern public health. In fact, safe drinking water has been a key ingredient in some of the greatest public health achievements of the last half-century, including the dramatic reduction in disease and increased longevity that we now tend to take for granted. Along with other basic public health measures like immunization, drinking water protection has played a crucial role in building a safer and healthier society. We need to remain vigilant if we are to protect those past gains. The Soramarith secondary school is strongly committed to safeguarding the quality of our safe drinking water, and as part of that commitment, we routinely monitor all of our safe drinking water supply systems in school for a broad range of chemical, radiological, and biological contaminants. EMW in Cambodia believes that educating of water quality issues is an important element of drinking water protection. Since 2010, we have been releasing plan to develop the project proposal for safe drinking water in Soramarith secondary school. This project will be the first clean water project to be implemented in Cambodia by EMW, which has successfully completed 100%. The goal of the project is to provide access to safe drinking water at the school site in order to decrease the incidence of water-borne diseases. Improved access to, and use of, safe water at school will improve students’ lives considerably clean and safe drinking water helps prevent illness and loss of life and leads to better health and improved economic and education opportunities. EMW provides a long-term solution by bringing sustainable safe drinking water sources to Soramarith secondary school. Water for Schools seeks to provide better opportunities for children in Cambodia by supporting and improving School Water Supply and promoting education on the benefits of clean water and good hygiene practices. These activities are critical to the wellbeing and functioning of all schoolchildren. The main body of the report provides information about safe drinking water supply systems in school that is, systems that provide to teacher and student’s with safe drinking water in their places of residence. We hope this information will provide to donor with a clearer picture of what is being done to protect the quality of their safe drinking water, and what our monitoring efforts have revealed about the success of those efforts. We believe that the picture is a positive one, and we hope this report will build student’s and teach in Soramarith secondary school have confidence in both the safety and the quality of their safe drinking water.

3

Project Title: Safe Drinking Water in Secondary School

Location: Soramrith School in Cambodia

Duration: 1 month

Budget: $15,000 USD

Organization: East Meets West Foundation

Address in US: PO Box 29292, Oakland CA. 94604 Contact Name: John Anner Title: President Email: janner@eastmeetswest.org/John.anner@eastmeetswest.org

Website: www.eastmeetswest.org

Address Cambodia: House FS4, Street 199, Sangkat Tomnupteuk, Khan Chamkamon, Phnom Penh,

Cambodia

Contact person: Mr. Phouv Narin

Position: Program Manager

Telephone Office: (855) 23 21 85 46

Fax: (855) 23 21 85 46

Mobile: (855)12 77 22 60

E-Mail: narin.phouv@eastmeetswest.org

4

I. Project goal

To provide access to sanitary drinking water at the school site to decrease the incidence of unsanitary water-borne diseases Outputs & Indicators Progress on the Indicator

Problems or Constraints Encountered

Actions Taken to Address Problems or

Constraints Outputs.1 Participatory management systems set up for needs identification, planning and monitoring Access to safe potable water significantly reduces the incidence of water-borne diseases and respiratory related problems. All students are accessing the safe water UV system in school every day

• Water School Committees (WSC) had been established on February 4, 2011, there are 5 members committee, 3 male and 2 Female.

• Conducted meeting with WSC’s to

introduce on their role and responsibilities

• The proposal and based line survey

had been conducted in March 7, 2011.

• The study conducted with 300 students from 30 clusters and there were 10 sampling from each clusters.

• Sustainable project depended on more factors to support the processing of maintenance and operating; the consolidation of responses as below:

Student: ‐ Supporting and maintenance ‐ Disseminating the information

regarding safe drinking water for all.

‐ Instructing about important of safe drinking water system.

‐ Participating with the project; maintenance, using, supporting and contribution.

Teacher: ‐ Instructing the information to all

regarding safe drinking water system.

‐ Supporting and maintenance. ‐ Disseminating the information

regarding importantly of safe drinking water

The first year in under HCHH company warranty April 4, 2011 to April 4, 2012.

• A news task of steering committee to respond, role and responsibility are limited.

• HCHH share the

water analysis result to WSC’s, they not much understand about the result from water testing.

• All 5 WSC’s

members do not have knowledge related to water management.

• Providing the capacity building and Maintenances to WSC. HCHH and KAMWORKS companies.

• Continue to support

and coach training on their role and responsible and maintenance of the system.

5

Outputs & Indicators Progress on the Indicator

Problems or Constraints Encountered

Actions Taken to Address Problems or

Constraints Outputs.2 Improved sources of safe water

At least 90% improved or new sources of safe water established and in operation by end of project.

• Most of students are trust on Safe Drinking Water System Project though UV system, this Secondary percents that can be acceptable. In any case, the deepness of measurement to students’ attitude has not been applied. Found data just want to know students’ feeling regarding their trust to project 92% thus, the project should be presented the water test results to build trust to beneficiaries.

• WSC forms a student group for

help to maintain the school safe drinking water system, 6 groups of peer educators will lead group discussions from grade 7-12.

• Through observation some students still buy water from public seller.

• The result from survey 8% not trust with UV system.

• Share the water analysis result to Water School Committee (WSC’s) and all students to understand the water quality.

•

Outputs & Indicators Progress on the Indicator

Problems or Constraints Encountered

Actions Taken to Address Problems or

Constraints Outputs.3 Raised student awareness of good hygiene practices

Number of students washing hands after defecating increased to 75%

• 80 % of students in school are attending in awareness.

• Through the awareness activities result 90% students washing hands and 10% still limited of habit change.

• Train peer educators to increase their knowledge of water-borne diseases and the need for good hygiene practice.

• Six groups of three students attend training and score at least 90% in a post-training test by end of project.

• The 80% of students was trained by peer educators by the end of project.

• Some of students in school are not attend in the awareness.

• The natural habit of children.

• The education

system has two groups for morning and afternoon.

• Improved more education in school system.

6

II. Filter and UV system

The most sustainable solution is to install a safe drinking water system at the location of the existing Soramarith secondary school reserve 5000L tank, making it easy to feed the filtered water into the school’s existing piping. A water tower already constructed on the existing reserve tank, and a new 5000 liter of water tank will be mounted on top. A small water pump will be installed to pump the water to this header tank. For this water system set up 3 different filters and connected to UV system before delivered to drinking places. Ultraviolet (UV) Light Systems disinfect school water using a UV light source enclosed in a transparent protective sleeve. The water passes through a flow chamber, and UV rays are absorbed into the water. UV Light Systems disinfects water without adding chemicals; it does not create new chemical complexes, nor change the taste or dour of school water. Ultraviolet light is a natural, cost effective, environmentally friendly disinfection process for use in school where healthy water is a concern.

2.1 Core Principles UV system in Soramarith secondary school: • Safe drinking water is essential for good health • Disinfection at the point-of-use level can be Secondaryly effective; • Affordable and user-friendly technology; • Adaptable design to fit different cultures and environments; • Culturally sensitive implementation method; • Use of local resources (material, labor, and implementation support) • Rigorous testing of system performance • Culture and knowledge exchange

2.2 Filter Brand Brand Name: CL-Purify Type: Reverse Osmosis (Water Purifier) Classification: Water Purifier Place of Origin: Singapore Installation: Portable

a. Result 100 T/D Domestic Water Treatment devices This device removes suspended matter, organic matter, abnormal smell or color. Treated water meets national drinking water health standards.

b. Raw Water Underground Water

c. Principle Coated-sand filter+ activated carbon filter + Na-ion Softener + Guard Filter + Bacteria Killing device by UV

d. Capacity of water tank 5 m³ per day

7

III. The result water analysis report

8

IV. The Solar panels for water pump

The solar panels convert sunlight into electricity. The panel used in this system is 12 volt, 80 watts peak. Watts peak means the power output under laboratory conditions is 80 watt. In practice, the panels will approximately supply this power at full sun at noon. The panels are connected in series so the system voltage is 36V. The total power of the solar panels is 240Wp.

4.1 The Lorentz PS200-HR04 pump The lorentz PS200-HR4 pump is a positive displacement pump with a helical rotor design. This means every turn of the pump will push up water, so even in low sun conditions when the pump is running slow water will be pumped up.

4.2 Starting the pump Be sure there is not a closed valve or other obstruction in the water line. Switch on the power switch on the controller. It is normal to leave the switch on at all times, unless you desire to have the system off. A solar-direct pump should start under the following conditions:

1. Clear sunshine at an angle of about 20° or more from the surface of the solar array. 2. Cloudy conditions, if the sunshine is bright enough to cast some shadow 3. Low-water probe submersed in the water source Water-Low light OFF 4. Full-tank float switch is not responding to a full tank – Tank-Full light OFF

When sunshine on the array is present, but too weak for the pump to run, it will attempt to start about every 90 seconds. During each attempt, you will see the PUMP ON light come on. When pump runs slowly (PUMP ON) under weak sun conditions the pump uses a helical rotor (positive displacement) pump end. If the pump is turning, even slowly, water will be delivered at a slow rate. When pump stops from a sudden shadow on the solar array or if a shadow suddenly passes over the array, like if you walk in front of it, the controller will lose track of the input voltage. It may make rapid on/off noises and a Secondary-pitched noise, then stop. This does NOT indicate a problem. The pump will attempt to restart after the normal delay.

4.3 Time delays 1. After pump stops due to insufficient sunshine – 120 SECONDS 2. After full-tank float switch resets – 2 to 3 SECONDS 3. After low-water probe regains contact with water in the source – 20 MINUTES but the

indicator light will slowly falsh for the rest of the solar day, or until power is disrupted or the controller is turned off/on.

To force a quick start / to test or observe the system, you can bypass the normal time delays. Switch the POWER switch off then on again. The pump should start immediately if sufficient power is present. A slight vibration is normal when the pump is running.

4.4 Pump overload (PUMP ON light shows red instead of green) The system has shut off due to an overload. This can happen if the motor or pump is blocked or very difficult to turn and is drawing excessive current (hard to turn). Overload detection requires at least 240 Watt output of the solar array. This can be caused by a Secondary concentration of solids in the pump, Secondary water temperature, excessive pressure due to Secondary lift or a restriction in the pipe, or a combination of these factors. The controller will make 3 start attempts before shutting down the system. The System ON LED will be OFF and the red OVERLOAD LED ON. The system will not reset until the ON / OFF switch is turned OFF and ON again. See Troubleshooting, Section

9

V. Maintenance.

5.1 Solar panels The solar panels need to be clean at all times. A dirty panel will produce less electricity. It is also very important there are no leaves or bird excrement’s on the panels. This generates “cold spots”. If just one cell of the panel is covered the power output of the whole system will drop considerably! The panels can be cleaned with water and if needed a little soap. Do not wipe the panels with a cloth until you are absolutely sure there is no sand on the panel or cloth. Scratching of the glass must be prevented.

5.2 Solar pump The controller is electronic with no moving or wearing parts. It requires no maintenance. There are rubber gasket seals at the top and bottom, and rubber plugs to seal unused conduit holes. Inspect them to insure that the controller is sealed from moisture, insects, etc. The motor is water-lubricated and requires no maintenance. It is permanently sealed and has no brushes or other frequently wearing parts. Pump end the pump mechanism is lubricated only by water and requires no maintenance. It may wear after some years, especially if there are abrasive solids in the water. If sand accumulates in the storage tank or pipes as a result of normal pumping, it is best to take periodic measurement of the pump’s performance, if the flow rate is less than normal. A worn pump end can be replaced in the field, after the pump is pulled from the water source.

VI. TROUBLESHOOTING

6.1 If the Pump Doesn’t Run Most problems are caused by failed connections, especially where a wire is not secure and falls out of a terminal. The System ON light will indicate that system is switched on and connected to the controller. It indicates that VOLTAGE is present there may not be sufficient power to start the pump. It should attempt to start at intervals of 120 seconds. Pump attempts to start every 120 seconds but doesn’t run. The controller make a slight noise as it tries to start the pump. The pump will start to turn or just vibrate a little.

1. There may be insufficient power reaching the controller. A solar-direct system should start if there is enough sun to cast a slight shadow.

2. If the pump was recently connected (or reconnected) to the controller, it may be running in reverse direction due to wiring error.

3. If the motor shaft only vibrates and will not turn, it may be getting power on only two of the three motor wires. This will happen if there is a broken connection or if you accidentally exchanged one of the power wires with the ground wire.

4. The pump or pipe may be packed with mud, clay, sand or debris. 5. The rubber stator may be expanded from heat, due to sun exposure or pumping water that

is warmer than 22°C. This may stop the pump temporarily, but will not cause damage. 6. The pump may have run dry. Remove the pump stator (outer body) from the motor, to

reveal the rotor. If there is some rubber stuck to the rotor, the pump end must be replaced.

10

7. The check valve on the pump may be faulty or stuck, allowing downward leakage when the pump is off. This can prevent the pump from starting.

6.2 Pump overloads (PUMP ON light shows red instead of green) The system has shut off due to an overload. This can happen if the motor or pump is blocked or very difficult to turn and is drawing excessive current (hard to turn). Overload detection requires at least 240 Watt output of the solar array. This can be caused by a Secondary concentration of solids in the pump, Secondary water temperature, excessive pressure due to Secondary lift or a restriction in the pipe, or a combination of these factors. The controller will make 3 start attempts before shutting down the system. The system ON LED will be OFF and the red OVERLOAD LED ON. The system will not reset until the ON / OFF switch is turned OFF and ON again.

11

VII. Contracted and payment to companies

7.1 Contracted and payment to HCHH

12

13

7.2 Contracted and payment to KAMWORK (Solar Panel)

14

15

7.3 Contracted and payment to Freelance consultancy (Survey)

16

17

18

VIII. Overall Conclusions and Recommendations

8.1 Conclusions This project is very satisfying project that is the first project in Cambodia. Namely, there is never seen any IOs/NGOs organization in Cambodia implementing this program. Therefore, EMWF is the first organization who implementing this safe drinking water in Cambodia and as result the students and teachers were really happy and feel confident with this safe drinking water system. Mr. Kit Minearith, Secondary School Director, he is very happy and reported to the provincial education department to involve with this project during project hand over to school. The commitment from school director he really appreciated the sate drinking water result in this project. The EMW safe drinking water in school program has been successful in providing improved quality of water in Soramarith secondary school. The student and teacher no need to buy water from private seller after the project is completely access. Safe drinking water systems are expected to be completed by the end of March 31st, 2011. The field visits, meeting with beneficiary for Soramarith secondary school and results of Survey, show that there was a generally high level of beneficiary satisfaction with the water schemes developed under the EMW water program in Cambodia. Using a participatory and school based approach, with frequent consultation with local authorities, EMW staffs have been largely successful in providing reasonably good quality safe drinking water to project beneficiaries. Monitoring second test results on March 28th, 2011 tend to reinforce the conclusions of previous water test analysis at the beginning test. Although we need to strengthen, school committee can continue to have confidence in their safe drinking water system. Below is the key point for school water committee responsibility after project hand over.

• Water quality control • Maintenance water system • Water analysis ( water test) • Establish network group • School Awareness about water and sanitation

EMW conducted school committed to protecting the secondary quality of school drinking water. The safety of drinking water taken by school steering committee can be assured that their local water supply system is making every effort to ensure that their water is safe. And they can also be assured that the result from water analysis is clear information. The threat of harmful contaminants in drinking water can no longer be reasonably ignored. The correlation between contaminated drinking water and many significant diseases and health problems is far too strong to discount. Effective treatment including disinfection should yield water free of any coliform organisms, no matter how polluted the source water may have been. The presence of any type of coliform organism in treated water leaving a plant therefore suggests inadequate treatment and disinfection and is unacceptable. If the water leaving a treatment plant has tested negative for total coliforms but total coliforms are present in the distribution system, this suggests re-growth or infiltration into the system. Although the presence of total coliforms is not a reliable indicator of the presence of faucal contamination, the cause of their presence should be investigated and further action taken if necessary. In a distribution system, public health decisions should not be based solely on the presence of total coliforms, in the absence of E. coli, unless the investigation indicates a problem that results in a threat to public health.

19

8.2 Recommendations Through, Mr. Nov Sophay, Deputy Director of Provincial Education, Youth and Sports expressing his happiness and acknowledge EMW that donated and supported SORAMITH SECONDARY SCHOOL in providing the safe drinking water system for students and teachers to access good and pure water for daily consumption. Based his observation on using this water he found that it is very important and so useful for poverty reduction and reduce water born-disease through this safe drinking water from UV system. He requested that EMW should extend more safe drinking water system in nationwide of Cambodia. It is strongly recommended that in order to reduce water born disease for health benefits the program should extend water program more areas. There is a tremendous need for improved water and sanitation services in Cambodia. It is strongly recommended that EMW management and its major donors consider significantly expanding the water supply and the proposed hygiene and sanitation behavioral change program.

Project hand over between EMW and School Director

Mr. Nov Sophay, Deputy Director of Provincial Education, Youth and Sports expressing in project hand over to school.

More than 180 teachers are attend meeting during project hand over.

20

IX. Appendices

A. Survey TOR

Terms of Reference  

CONSULTANCY SERVICE TO CONDUCT A STUDY ON:   

Safe Drinking Water  1. Introduction` The East Meets West Foundation (EMW) began working in Cambodia in early 2009, after completing the required paperwork and registering with the Ministry of Foreign Affairs and International Cooperation. EMW is a nongovernmental international development organization with over 22 years experience in Vietnam developing and implementing programs in health, education and clean water, as well as large infrastructure projects. EMW working directly with the Ministry of Health, the National Pediatric Hospital, Khmer‐Soviet Federation Hospital, the National Maternal and Child Health Center in Phnom Penh and Referral Hospitals in Kampong Cham, Takeo, Kampong Chhnang, Battambang, Banteay Meanchey, Kampong Tom, Prey Veng, Kandal, Kampong Speu and Sihanouk provinces in Cambodia.  EMW’s has the clean water and sanitation program have been building piped community water systems in rural areas of central Vietnam for over ten years. The aim is to enhance the quality of life for people in these areas by increasing access to clean water and improving hygienic and sanitary conditions. Clean water directly piped to people’s homes improves the users’ health conditions, reduces child mortality, and relieves the beneficiaries of the heavy burden of obtaining water from distant or poor quality sources, to enhance the benefits of the water systems and ensure sustainability. EMW constructed SAFE DRINKING WATER SYSTEM, in Soramaridh Secondary School, Sre Pring, Kampong Town, Kampong Chhnang Province, to enhance the quality of high school students and teachers’ life which they can access to safe drinking water directly at their school through UV system. This project was successfully benefited to 5,000 students and teachers are receiving safe drinking water.     2. Objectives of the study The overall objective of the study is: to assess the student’s knowledge on communicable diseases due to using of unsafe drinking water and other health problems face related water use, attractiveness of students and teachers with UV system for safe drinking water.   3. Scope of work The free‐lance consultant will choose 30 clusters with the total amount of 300 students in Soramaridh Secondary School. The individual consultant is required to analyze and define health problems face /obstacles with students and teachers at Soramaridh Secondary School of Kampong Chhnang Province. In general the consultant will work independent with consultant’s colleagues as well as to response to East Meets West Foundation expectation.  The consultant will conduct school and ask for primary information which related to survey. The result of the study will be presented to all concerned East Meets West 

21

Foundation Cambodia staff through a mall meeting and or a workshop. The Scope of the Work for the consultant is summarized below:   

• Review background documents provided by East Meets West Foundation: • Conduct  school  visit  to  at  least  5  class  rooms  and  few  class  teachers  at  Soramaridh 

Secondary School of Kampong Chhnang Province. • Analyzing  the  key  information of  student’s  knowledge  related  to  communicable diseases 

due to unsafe drinking water and advantage of safe drinking water. • Conducting  a  small workshop  in place  to  share  findings of  the  study  to  all  key  students, 

Student Safe Drinking Water User (SSDWU), Safe Drinking Water Maintenance Committee (SDWMU) and other relevant East Meets West Foundation staff for getting input to develop final report.  

• Prepared  final  report of  the  study Secondary  lighting key  strategies/approaches  including technical support need of the SDWMU for project sustainable 

4. Methodology The study should be conducted by using individual interview methods with the qualitative and quantitative design in order to take collect real information as objective above mentioned. The consultant will lead and empower the team to carry out the study in a individual interview (face‐to‐face) and professional manner.  A range of approaches should be used such as structure interview and semi‐structured interviews.   East Meets West Foundation‐Program Cambodia will provide the necessary documents related to the study and East Meets West Foundation have not handle all arrangement related to the consultancy.  5. Provisional schedule The study will take approximately 15 working days. It will start on 7 up to 25 March, 2011. Detail schedule of the study will be prepared by the free‐lance consultant.  Key activities of the study are as the following: 

(1) Study designing  (2) Literature review and interview with key students and teachers (3) Field work  (data collection) (4) Data collation and analysis  (5) Prepare draft report  (6) Small meeting  in  place  to  present  findings  and  recommendations  and  get  comments  from  East 

Meets West Foundation Cambodia staff, and  (7) Prepare Final Report  

6. Team composition  The Study Team is led by individual consultant under taken supervision of East Meets West Foundation Cambodia staff.   The composition of team members are as follows:  

1. Team Supervisors: East Meets West Foundation Cambodia Staff 2. Team Leader: free‐lance consultant 

22

3. Data collectors group: the data collectors will be arranged by free‐lance consultant  Key roles and responsibility of the team are as the following:  

- Team  Supervisor  ‐  To  supervise  and  provide  necessary  advice  to  the  team  to  ensure  that  the study’s objectives are met.  

 

- Team Leader ‐ To lead the Study Team to conduct the study following the objective of the study as stated in the agreed ToRs 

- Data Collectors group – facilitate and coordinate with school director and class teacher to conduct appropriate structure interview and semi‐structure interview with target population as required by Team Leader   

7.   Qualification for Free‐lance consultant  

- Master in Public Health with research specialist and other related fields.  - Experiences in the conducting of studies or research related to institutional development and local 

development especially the development of health basic management.  - Experiences in the applying of structure interview and semi‐structure interview research methods 

with professional using of SPSS programme (Data builder, data station and data analysis).  - At least 5 years working experiences in rural development, the development of strategy in health 

and health basic management with INGOs, Firm and/or Government.   

23

B. Survey result

CHARPTER 1: Introduction 

 

1. Work program 

1.1 Summary The  East  Meets  West  Foundation  (EMW)  began  working  in  Cambodia  early  2009,  after completing  the  required  paperwork  and  registering  with  the  Ministry  Foreign  Affaire  and International Cooperation. EMW is a non‐governmental International Organization with over 21 years  experience  in  Vietnam  developing  and  implementing  program  in  health,  education  and clean water, as well as large infrastructure projects. Working directly with the Ministry of Health, the National  Pediatric Hospital  and  the National Maternal  and  Child Health  Center  in  Phnom Penh,  EMW  recently  introduced  its Breath  of  Life  (BOL)  program  in Cambodia. Over  the  next three  years,  BOL will  bring  its  lifesaving  neonatal  equipment  and  training  first  to  the major Phnom Penh hospital and then to other provinces.  EMW’s Clean Water and Sanitation program have been building piped community water systems in rural areas of central Vietnam for over ten years. The aim is to enhance the quality of life for people  in  these areas by  increasing access  to clean water and  improving hygienic and sanitary conditions. Clean water directly pied  to people’s home  improves  the users’ health  conditions, reduce  child mortality,  and  relieves  the  beneficiaries  of  the  heavy  burden  of  obtaining water from distant or poor quality resources. To enhance the benefits of the water systems and ensure sustainability, EMW provides  training  for  local water managers  in operation and maintenance, financial management  and  community  environmental  hygiene  and  sanitation.  Partnership  are formed with  local  authorities  and  International  Agencies  to  shares  experience  about  design, management,  operations, maintenance  and  financing  to  constantly  improve  the  quality  and efficiency of the program.     

1.2 Context The Royal Government of Cambodia   

1.3 Relevant School background  Since the 1957, this school built and sponsored by Mr. Doung Sa Im under innovative idea of King of Sihanuk. This school construction  is  first timber building and thatched root. Few years  latter this  school  building  has  reconstructed  by  American  Embassy  on  reinforcement  concrete structures and is named Kampong Chhnang Secondary School. 2‐3 years latter this school name was changed to Soramaridh Secondary School.  In 1970 up to 1975 of Khmer Republic the name of this school was changed to Kampong Chhnang Secondary  School.  In  Pol  Pot  Regime,  this  school  becomes  a  Malaria  Hospital  in  center  of 

24

Kampong Chhnang Province. After Cambodia  country has been  relieved  from Pol Pot Regime, this school mane was changed to Kampong Chhnang Secondary School.   Currently, Soramaridh Secondary Scholl has a new building named Resource Building sponsored by the Kingdom of Cambodia for the Second Education Sector Program (SESP) donned by Asian Development Bank (ADB).  Since 1957 up to 2010, this school had not been supplied for safe drinking water system. Early 2011,  this  school  has  become  a  target  area  selected  by  EMW/Program  in  Cambodia  for  safe drinking waster through UV system.                     

CHARPTER 2: Methodology 

 

2. Research Methodology 

2.1 Research design The research for Safe Drinking Water  is qualitative study that uses cross‐sectional type analysis on data collected by questionnaires presented  through standardized  interviews. The study has taken place from 7‐25 March, 2011 (15 working days).   

2.2 Study sites 1 school of East Meets West Foundation (EMW) selected areas for Safe Drinking Water System. 7 grades  are  in  school,  those  are  level  7,  level  8,  level  9,  level  10,  level  11  and  level  12  of Soramaridh Secondary School of Kampong Chhnang Province.     

2.3 Study population The research has studied on population of 3444 students.  In total amount of 179 staffs (65 females) are in the Soramaridh Secondary School   

25

Level Total class Male Female Total7 9 268 228 4968 10 203 215 4189 9 237 235 472

10 12 422 320 74211 12 341 268 60912 12 399 308 707

Total 64 1870 1574 3444 

  

2.4 Total sample size for the Study The sample size of the study was 300 students selected from 30 clusters. That is 10 samples from each cluster.    

2.5 Sampling frame The  study  has  conducted  among  300  people  selected  in  30  clusters.  The  sampling  frame methodology is systematic selection.    

2.6 Preparation for data collection The study has developed the instruction and has trained to interviewer team on general concept of study and how to collect data. The data collection was used 20 data collectors in the period of time.     

2.7 Field data collection During  each  interview  a  standardized  questionnaire  has  been  used  by  interviewers  in  each cluster under closed supervision of Team Leader and survey team  leader. Each respondent has selected from all grades by the using of systematic selection. Each respondent had been asked to answer to all questions of the study.  

2.8 Data processing The collected data has entered into code by using data entry builder and data entry station and then analyzed by using  the SPSS program version 11.5. One data was entered  into data entry station we have to find illegal codes, omissions, logical inconsistencies, and improbabilities. This has to be performed before the beginning of the analyzing process.    

26

2.9 Timeframe 1. The total time spent for this about 15 working days and will divide into: 2. Administrative arrangement 1 day 3. Study design 2 days 4. Questionnaire design 3 days 5. Instruction course 1 day 6. Field data collection 2 days 7. Data processing 2 days 8. Preliminary results 1 day 9. Report writing 2 days 10. Dissemination and publication 1 day 

  

2.10 Questionnaire Design  The questionnaire will be developed with the key data collectors in term of study on safe drinking water and be finalized by EMW before study implementation.   

 

 

2.11 Limitation Found  results  cannot be generalized  to other  components  inside or outside  the population of Soramaridh Secondary School. This school  is  the selected project  target areas  for safe drinking water system.                        

27

CHARPTER 3: Results 

 

3.1 The distribution of sample participation   In total, 300 people involved and participated in this study as planned. Those samples were from 6 grades. 82  students are  in  class 7, 52  students are  in  class 8, 61  students are  in  class 9, 15 students are  in class 10, 50 students are  in class 11 and 40 students are  in class 12. 137 male’s equal 45.7% and 163 females equal 54.3% among the selected students of 300 persons. Clusters had been produced by COSAS software at the beginning of systematic selection for sample size.     Table 1: The training course received in last 1 year ago Amount of 300 students in Soramarith secondary school has 3 students are attend with CESVI organization awareness water and sanitation activities in school.   

No Name Sex: Age: Grade 1 Aing Thiv Male 13 Class 8 2 Ang Sareth Male 18 Class 12 3 Bo Phea Non Male 16 Class 11 4 Bo Srey Nuch Female 14 Class 7 5 Boeu Sovanaroth Female 12 Class 7 6 Boy Sovannara Male 17 Class 11 7 Cham Chomreanvothana Male 13 Class 7 8 Cham Theara Female 14 Class 9 9 Chamreoun Chandeth Male 13 Class 7

10 Chamroeun Elyda Female 16 Class 9 11 Chan Huy Female 16 Class 10 12 Chan Mang Heang Female 17 Class 10 13 Chan Pichet Male 15 Class 9 14 Chan Ratanakh Male 14 Class 8 15 Chan Ravy Female 14 Class 7 16 Chan Somroshnearyche Female 15 Class 10 17 Chanh Mony Male 13 Class 7 18 Chanty Lyneth Male 15 Class 9 19 Chanty Putheary Female 13 Class 7 20 Chea Chada Roth Male 15 Class 9 21 Chea Dara Male 14 Class 7 22 Chea Lyna Male 13 Class 7 23 Chea Mang Ponleu Male 15 Class 9 24 Chea Phakdey Female 15 Class 9 25 Chea Samnang Male 13 Class 7 26 Chea Sokchanthy Female 16 Class 9 27 Chea Sophan Female 15 Class 9 28 Chea Srey Lakh Female 15 Class 9 29 Chea Vicheth Male 14 Class 9 30 Cheap Chana Female 18 Class 10 31 Cheay Chanponlokbora Female 14 Class 7 32 Chem Veasna Male 15 Class 9

28

33 Cheng Lyly Female 15 Class 9 34 Cheng Vinsrun Male 13 Class 7 35 Cheng Visal Female 16 Class 7 36 Chev Phaktra Kemara Male 16 Class 9 37 Chhab Chan Dara Male 14 Class 7 38 Chhan Seav Meiy Female 12 Class 7 39 Chhay Malina Female 12 Class 7 40 Chhay Solinna Female 14 Class 8 41 Chhay Try Male 14 Class 9 42 Chheang Chheng Lang Female 14 Class 8 43 Chheang Som Prathna Male 14 Class 8 44 Chhem Cheng Heak Female 16 Class 11 45 Chhem Chheng Eang Female 15 Class 9 46 Chheum Rothanakh Male 15 Class 9 47 Chhin Sorida Female 17 Class 12 48 Chhoeun Chenda Female 14 Class 9 49 Chhoeun Sre Net Female 19 Class 11 50 Chhoeung Boreiy Male 13 Class 7 51 Chhom Visal Male 13 Class 8 52 Chhorn Chanthavy Female 16 Class 10 53 Chhou Srey Nich Female 15 Class 9 54 Chhoum Srey Nou Female 15 Class 9 55 Chhoun Kienlor Male 17 Class 11 56 Chhoun Seatsamnang Male 13 Class 7 57 Chhoun Socheat Female 18 Class 10 58 Chhoun Srey Nai Female 16 Class 10 59 Chhoun Vothanak Female 13 Class 7 60 Chhoy Kimhourng Female 16 Class 9 61 Chhoy Srey Roth Female 17 Class 10 62 Chhroeun Soulea Female 17 Class 11 63 Chhuem Chan Borameiy Female 12 Class 7 64 Chhun Rithy Sakh Male 14 Class 7 65 Chhun Seav Ing Female 14 Class 9 66 Chiem Charya Female 16 Class 10 67 Chin Chanda Female 18 Class 11 68 Chin Chanty Male 13 Class 7 69 Chok Sopheaktra Male 13 Class 7 70 Chou Liheang Male 17 Class 10 71 Chou Piseiy Female 17 Class 11 72 Choun Pachakvolak Female 16 Class 10 73 Choun Puth Ratana Male 13 Class 7 74 Choun Robonyta Female 15 Class 9 75 Choung Cheay Rith Male 17 Class 10 76 Chourn Chan Sreymoch Female 15 Class 9 77 Chun Bopha Female 17 Class 11 78 Chy Sanva Female 16 Class 11 79 Cnon Savat Male 17 Class 11 80 Din Odom Male 13 Class 7 81 Dy Phearakh Female 17 Class 11 82 Ean Chansarika Female 16 Class 8 83 Eang Chansathya Male 15 Class 9

29

84 Eng Socheat Female 18 Class 11 85 Eng Sophea Female 14 Class 8 86 Hakh Pich Socheata Female 13 Class 7 87 Hean Sophaktrey Male 14 Class 8 88 Heang Kim Seang Male 17 Class 12 89 Heang Samuth Male 19 Class 12 90 Heang Siv Hong Female 15 Class 8 91 Heng Bolang Female 15 Class 9 92 Heng Phirun Male 15 Class 9 93 Heng Salita Female 14 Class 8 94 Heng Vouch Mang Female 17 Class 11 95 Hin Kongkea Male 15 Class 9 96 Hok Li Heang Male 17 Class 12 97 Hok Mang Cheav Female 12 Class 7 98 Houn Naran Female 18 Class 12 99 Hourn Khemarin Male 18 Class 12

100 Kao Khoun Male 16 Class 8 101 Keo Kim Hakh Male 19 Class 12 102 Keo Sethy Vong Male 17 Class 11 103 Keo Srey Pichvolakh Female 13 Class 7 104 Keo Vanny Female 18 Class 11 105 Kern Pot Male 12 Class 7 106 Khean Kin Male 20 Class 11 107 Khem jerdy Male 17 Class 11 108 Khim Savdy Female 13 Class 7 109 Khon Lakhana Female 18 Class 11 110 Khoun Srey Det Female 17 Class 11 111 Khoun Steung Sinahou Male 14 Class 8 112 Kim Dyna Female 18 Class 11 113 Kim Ly Hao Male 12 Class 7 114 Kim Serey Vath Male 13 Class 7 115 Klueng Marin Male 19 Class 11 116 Koe Vithou Male 15 Class 9 117 Kok Bunhang Male 22 Class 11 118 Kon Sophal Male 15 Class 8 119 Kong Chan Kanha Female 17 Class 12 120 Kong Chanlinda Female 13 Class 7 121 Kong Chanta Female 16 Class 7 122 Kong Reaksmey David Male 13 Class 7 123 Kuch Sovannary Female 15 Class 11 124 Kuch Sovansreyroth Female 13 Class 7 125 Kun Sarin Rath Male 13 Class 8 126 Ky Puthea Ren Female 13 Class 8 127 Lay Seng Hou Male 19 Class 12 128 Leang Cheng Kim Female 17 Class 12 129 Leang Ly Far Female 14 Class 8 130 Leash Phaktra Male 17 Class 11 131 Leum Darareach Female 17 Class 9 132 Long Chan Leap Female 14 Class 8 133 Long Kong Pichpunlue Male 14 Class 8 134 Lot Dany Female 14 Class 8

30

135 Luem Tech Huy Male 14 Class 8 136 Ly Mao Neang Female 15 Class 9 137 Ly Viche Male 13 Class 7 138 Makara Dyna Male 15 Class 8 139 Mao Chheng Ky Female 15 Class 8 140 mAO mAKARA Female 15 Class 9 141 Mao Rothanakh Male 15 Class 9 142 Mean Srey Lin Female 15 Class 9 143 Meanh Chan Rasmey Male 16 Class 9 144 Men Kokh Male 17 Class 8 145 Men Mony Khov Male 13 Class 8 146 Meng Sey La Male 15 Class 9 147 Meout Srey Srosh Female 14 Class 9 148 Mich Someta Male 18 Class 12 149 Moeun Phearom Male 14 Class 8 150 Mok Mealea Female 15 Class 9 151 Mok Mut Maerasy Male 20 Class 12 152 Mok Rathanak Female 17 Class 11 153 Mom Chandy Male 15 Class 8 154 Mom Socheata Female 15 Class 8 155 Mourn Chan Virakh Male 15 Class 8 156 Moy Rachana Female 14 Class 8 157 Muth Phy Nou Female 14 Class 9 158 Na Kimly Female 13 Class 7 159 Nan Keo David Male 17 Class 12 160 Neang Movleat Male 17 Class 11 161 Neng Vuthen Male 14 Class 7 162 Nget Pannavy Female 15 Class 7 163 Nhep Neary Female 18 Class 11 164 Nhet Chanmarany Female 14 Class 10 165 Non Sothary Female 13 Class 7 166 Not Sremom Female 15 Class 9 167 Noun Davith Male 13 Class 7 168 Noun SokPhana Male 14 Class 7 169 Oeun Yi Our Male 15 Class 8 170 Om David Male 13 Class 7 171 Ou Ravy Male 17 Class 10 172 Ouk Sotheara Female 15 Class 8 173 Pao Kouy Eng Female 13 Class 7 174 Pao Malish Female 13 Class 7 175 Pao Rathpiseiy Female 13 Class 7 176 Pao Sokna Female 15 Class 7 177 Pao Sothea Male 14 Class 7 178 Peng Chatheary Female 15 Class 8 179 Phal Hokly Male 12 Class 7 180 Phala Pearyvann Female 13 Class 7 181 Phan Sanuth Female 17 Class 11 182 Phan Sophavin Female 13 Class 7 183 Phann Darasanaray Female 13 Class 7 184 Phao Som Pash Male 14 Class 7 185 Phao Sophak Male 20 Class 11

31

186 Phat Chandara Male 13 Class 7 187 Phath Saravuthdy Female 13 Class 7 188 Phom Chanvanncy Female 17 Class 11 189 Phot Phan Muchalin Female 16 Class 9 190 Phoun Soany Female 16 Class 9 191 Phoung Sophyra Female 17 Class 11 192 phoung Sreypao Female 15 Class 9 193 Phy Chinda Male 14 Class 9 194 Pich Devith Male 15 Class 9 195 Pich Rechana Female 13 Class 7 196 Pon Monyrath Female 14 Class 8 197 Pou Panha Male 13 Class 7 198 Pou Seav Mang Male 13 Class 7 199 Prak So Nath Female 19 Class 12 200 Prak Sovannarith Male 13 Class 7 201 Preap Bory Female 15 Class 7 202 Preoung Malai Female 12 Class 7 203 Pril Sopheary Female 13 Class 7 204 Pring Pea Nuth Male 12 Class 7 205 Proeung Rida Female 15 Class 9 206 Pruem Sorethpan Female 12 Class 7 207 Pum Pich Punleu Male 18 Class 12 208 Ra Sokharomany Female 13 Class 8 209 Ra Sovannborey Male 15 Class 9 210 Rachana Rotphya Female 14 Class 8 211 Reoun Daram Male 18 Class 12 212 Resovan Panha Othom Male 17 Class 12 213 Rin Chea Savrath Female 18 Class 12 214 Rith Kim Seng Male 18 Class 11 215 Rith Sovatheany Female 13 Class 8 216 Rithy Virya Female 15 Class 9 217 Rom Rachana Female 15 Class 9 218 Roun Som Rach Male 14 Class 8 219 Run Serey Vuth Male 16 Class 9 220 Run Seung Ly Male 13 Class 8 221 Sam Reth SOtheary Male 17 Class 11 222 Sam Rithy Seiy Female 17 Class 12 223 Samnag Charavong Male 13 Class 7 224 San Sokleng Male 18 Class 12 225 Sarem Sarady Male 18 Class 12 226 Sarin Thyda Female 15 Class 9 227 Savuth Phanrasmeypic Female 12 Class 7 228 Sea Sok Heang Female 16 Class 12 229 Seang Ly Male 18 Class 12 230 Seang Srey Neang Female 18 Class 11 231 Seng Molika Female 12 Class 7 232 Seng Rithy Male 17 Class 11 233 Seng Sakada Female 17 Class 12 234 Seng Srey Mouch Female 19 Class 12 235 Sinat Boreyratana Female 13 Class 7 236 Siv Sophansreyrath Female 17 Class 11

32

237 So Chan Lakhena Female 13 Class 8 238 So rinrithyrath Male 13 Class 7 239 Soeun Makara Female 13 Class 8 240 Soeun Sam Bath Male 17 Class 12 241 Sok Chanarath Female 17 Class 12 242 Sok Mony Rath Male 15 Class 9 243 Somet Vimeanratana Female 14 Class 8 244 Son Chanraksmey Female 17 Class 11 245 Son Sokheng Male 16 Class 11 246 Son Sytha Male 19 Class 11 247 Sorn Sothea Male 18 Class 12 248 Soth Srey Moch Female 18 Class 12 249 Sothy Sereyvathana Female 13 Class 7 250 Soum Phi Ry Male 18 Class 9 251 Soum Sok Longdy Male 16 Class 11 252 Soun Srey Khouch Female 18 Class 12 253 Sovann Putheary Female 15 Class 9 254 Sovann Ratanak Male 16 Class 11 255 Srean Kin Srin Male 13 Class 7 256 Sreng Sok Heang Male 18 Class 12 257 Srey Sovanron Female 18 Class 12 258 Srey Vanpha Deth Male 15 Class 10 259 Sro Puth Vichara Female 15 Class 9 260 Sun Chansereyrath Female 15 Class 9 261 Suy Chankunthea Female 18 Class 12 262 Tang Chivorn Male 13 Class 7 263 Teang Volakh Female 16 Class 11 264 Teav Mang Chou Female 13 Class 7 265 Teng Seav Hong Female 13 Class 7 266 Tep Sopheaktra Male 12 Class 7 267 Thea Chanthou Male 15 Class 9 268 Thea Kanhaneat Female 18 Class 12 269 Thean Srey Srosh Female 17 Class 12 270 Theng Nimol Female 13 Class 7 271 Thon Puthyma Male 13 Class 7 272 Thon Sou Reach Male 14 Class 9 273 Thoung Phan Mai Female 13 Class 7 274 Thy Sorong Female 17 Class 11 275 Thy Vankol Male 17 Class 11 276 Touch Chanbophea Female 17 Class 11 277 Trang Paktra Female 13 Class 7 278 Try Chheng Ly Female 12 Class 7 279 Try Muyteang Female 15 Class 8 280 Try Seng Hok Male 17 Class 11 281 Ueng Cheng Y Female 16 Class 11 282 Ueng Longhy Male 14 Class 8 283 Ul Som An Male 16 Class 8 284 Un Kimseang Male 17 Class 11 285 Unthak Pakdey Male 19 Class 12 286 Vannak Sonrith Male 14 Class 8 287 Veasna A Pilot Male 17 Class 12

33

288 Von Chan Makara Female 15 Class 9 289 Von Sochetha Female 18 Class 12 290 Vy Rachana Female 14 Class 8 291 Yam Vanncy Female 14 Class 8 292 Yann Sot Male 18 Class 11 293 Yat Charatana Female 15 Class 9 294 Yean Sovann Ponleuk Female 15 Class 8 295 Yem Yovakneath Male 15 Class 8 296 Yeng Cheng Nin Female 15 Class 8 297 Yin Rasmey Male 16 Class 9 298 Yok Chanratana Female 14 Class 7 299 Yon Piseth Male 19 Class 12 300 Yon Ratha Male 15 Class 8

 Table 1 is only 3 students has leaned on water sanitation and food hygiene in last 1 year ago, this number is smallest among 300 respondents has selected for interview. This is concerning regarding students’ knowledge at Soramaridh Secondary School of Kampong Chhnang Province. Found data is not the training course at the Soramaridh Secondary School of Kampong Chhnang Province. 

 

Amount of student attend interview

82

52

61

15

50

40

0

10

20

30

40

50

60

70

80

90

Level 7 Level 8 Level 9 Level 10 Level 11 Level 12

 Amount of student attend interview from levels 7, 8, 9, 10, 11, 12 among 300 students.  Table 2: Water they used in the period of time (during learning day)  Where do you take drinking water from? (Value tabulated = 1) Pct of Pct of Dichotomy label Name Count Responses Cases Pure drinking water (buy) Q11 92 25.4 30.7 Boiled water Q12 175 48.3 58.3 Food venders in school Q13 45 12.4 15.0 Raw water from home Q14 8 2.2 2.7 Open well water Q15 7 1.9 2.3 Pump well water Q16 27 7.5 9.0 Water from public service supplier Q17 6 1.7 2.0 Rain water Q18 2 .6 .7 ------- ----- ----- Total responses 362 100.0 120.7

34

0 missing cases; 300 valid cases   Table 2 we are consider to the locations of water and concerned about their health problem face in any case. 1.9 will be health problem  faced,  this apprehension  regarding water born diseases. 12.4 percent and 2.2 percent will be health problem faced trough unclean water and unclean water containers during they used the same period of time with a lot of student at food venders in the school. Only 7.5 that can be protected from water born diseases, this is uncertainly.  We  presumed  that  they  are  strong  protecting  if  they  has  used  pump  well  water  supported  by organization with hydrographer.  Table 3: Students’ knowledge on health problem due to use unclean water  

Frequency Percent Valid Percent Cumulative

Percent Valid Yes 280 93.3 93.3 93.3 No 20 6.7 6.7 100.0 Total 300 100.0 100.0

 Table 3 presents the percent of completed questionnaire for YES and NO regarding knowledge on health problem facade when they use unclean water. Among 300 students responded that have problems if we have used unclean water. Look at to the percent of completed in 93.3.   Table 4: Students’ knowledge on kind of diseases due to use unclean water Which kind of diseases if you use unclean water? Pct of Pct of Dichotomy label Name Count Responses Cases Got diarrhea Q31 255 58.2 91.1 Vomiting Q32 30 6.8 10.7 Abdominal pain Q34 125 28.5 44.6 Got typhoid fever Q35 22 5.0 7.9 Don't know Q36 6 1.4 2.1 ------- ----- ----- Total responses 438 100.0 156.4   Table 4 presents the percent of responses who known that the diseases due to use unclean water. 20 missing cases have  skipped  from  table 3. More  than haft of  respondent  sees  that diarrhea  is quite  transmittable  to man body trough unclean drinking water.  Table 5: Students’ knowledge on how to protecting the water born diseases How can we preventing the water born diseases? (Value tabulated = 1) Pct of Pct of Dichotomy label Name Count Responses Cases Use of safe drinking water Q41 203 47.4 67.7 Washing the hands after left from toilet Q42 13 3.0 4.3 Washing the hands after touched unclean things Q43 12 2.8 4.0 Washing the hands before and after getting food Q44 10 2.3 3.3 Boil water if we suspect unsafe drinking water Q45 180 42.1 60.0 Don't know Q46 10 2.3 3.3 ------- ----- ----- Total responses 428 100.0 142.7    

35

Table 5 presents  the percent of high knowledge of  students about preventive  to protecting water born diseases. Safe drinking water quite  important with all  students  in  the  school, another high percent  is  students’ knowledge related  to boil water  incase we  suspected  that unsafe drinking water. However, 3.0 percent, 2.8 percent and 2.3 percent are most important factors that to be considerate in term of communicable disease prevention.       Table 6: presents the advantage and disadvantage of safe drinking water 

Frequency Percent Valid Percent Cumulative

Percent Valid Yes 273 91.0 91.0 91.0 No 27 9.0 9.0 100.0 Total 300 100.0 100.0

 Table 6 presenting the percent of students’ knowledge on the subject of safe drinking water, there were 273 cases equal 91.0 percent responded that safe drinking water is advantages   Table 7: advantages of safe drinking water What are advantages of safe drinking water? (Value tabulated = 1) Pct of Pct of Dichotomy label Name Count Responses Cases Protecting the communicable diseases Q61 150 32.4 54.9 Healthy Q62 222 47.9 81.3 Do not spend money to buy medicines Q63 27 5.8 9.9 Good body health Q64 44 9.5 16.1 Clever to study Q65 15 3.2 5.5 Don't know Q66 5 1.1 1.8 ------- ----- ----- Total responses 463 100.0 169.6 27 missing cases; 273 valid cases   Table 7 presents  the percent of  students’  knowledge on  advantage of  safe drinking water. 27 missing  cases has skipped from top responded that safe drinking water  is disadvantage. Among 273 respondents valid cases have to be counted 463 times, the high percent  is healthy (47.9 percent) and other percent of responses  is protecting the communicable  diseases  (32.4  percent).  These  dichotomy  labels  are  acceptable  to  apply  for  safe  drinking water system project.       Table 8: Students’ knowledge on using of safe drinking water How do you do before use safe drinking water? (Value tabulated = 1) Pct of Pct of Dichotomy label Name Count Responses Cases Cleaning the water containers before get Q71 163 45.7 54.3 Washing the hands before and after touch Q72 85 23.8 28.3 Keep water place cleaned Q73 60 16.8 20.0 Don't know Q74 49 13.7 16.3 ------- ----- ----- Total responses 357 100.0 119.0 0 missing cases; 300 valid cases  

36

Table 8 showing the percent of students’ knowledge on how to use safe drinking water, one of dichotomy labels is cleaning the water containers before get safe drinking water (45.7 percent) that most important. However, washing the hand before and after touch clean water container is also quite important (23.8 percent). The level of students’ knowledge still limited if we do comparison to the knowledge students on public hygiene (16.8 percent).  Table 9: Interest and Disinterest  

Frequency Percent Valid Percent Cumulative

Percent Valid Interest 299 99.7 99.7 99.7 Disinterest 1 .3 .3 100.0 Total 300 100.0 100.0

 Table 9 presenting the students’ feeling related to safe drinking water system project in the school, the project was applied  in the school  is efficiency (99.7 percent). This sees that the project preparation  is carefully drawing design should be applied.   Table 10: Students’ feeling  

Frequency Percent Valid Percent Cumulative

Percent Valid Yes 289 96.3 96.3 96.3 No 11 3.7 3.7 3.7 Total 300 100.0 100.0

 The 289 respondents presented that they are very happy with this safe drinking water system project is early applied by East Meets West Foundation (EMW) in Soramaridh Secondary School of Kampong Chhnang Province. This project most contributes to the Royal Government of Cambodia  in order to reduce people’s poverty especially, promoting the  water  born  diseases  prevention  trough  the  giving  of  the  safe  drinking  water  system  project  and  health education.     Table 11: Students’ trust  

Frequency Percent Valid Percent Cumulative

Percent Valid Yes 276 92.0 92.0 92.0 No 24 8.0 8.0 100.0 Total 300 100.0 100.0

 Most of students are  trust Safe Drinking Water System Project  though UV system,  this high percents  that can be acceptable. In any case, the deepness of measurement to students’ attitude has not been applied. Found data just want to know students’ feeling regarding their trust to project (92.0 percent) thus, the project should be presented the water test results to build trust to beneficiaries.   

Frequency Percent Valid Percent Cumulative

Percent Valid 276 92.0 92.0 92.0 Boil water by own self 1 .3 .3 92.3 Boil water from home 8 2.7 2.7 95.0 Buy pure drinking water 1 .3 .3 95.3

37

Buy pure drinking water 1 .3 .3 95.7 Clean water from home 2 .7 .7 96.3 Other place 1 .3 .3 96.7 Have never been used before 1 .3 .3 97.0 Have never been used before 2 .7 .7 97.7 Not believe UV tools 1 .3 .3 98.0 Not clear about UV system 1 .3 .3 98.3 Pure drinking water 2 .7 .7 99.0 Pure Drinking Water 1 .3 .3 99.3 Pure drinking water from home 1 .3 .3 99.7 Clean water system from home 1 .3 .3 100.0 Total 300 100.0 100.0

 This table was supported to upon statement (table 11), 24 respondents (8.0 percent) presented that it is distrustful and they held up from different source of ideas. This source of information is their personally during interview. This research in additional time has not been focused on their families’ economic, thus they will be spend more money and more times to buy pure drinking water and boiling water.     Table 12: Useful of safe drinking water system   

Frequency Percent Valid Percent Cumulative

Percent Valid Useful 300 100.0 100.0 100.0

     100  percent  presented  that  the  safe  drinking water  system  project  is  useful  to  beneficiaries  in  Soramarith High School of Kampong Chhnang Province.    Table 13: Impact of safe drinking water Please give us the impact of safe drinking water system (Value tabulated = 1) Pct of Pct of Dichotomy label Name Count Responses Cases Decreasing the student's expenditure Q121 176 34.6 58.7 Protecting the student's health Q122 177 34.8 59.0 Decreasing the student's parent expenditure Q123 42 8.3 14.0 Protecting the water born diseases Q124 79 15.6 26.3 Motivating the teachers and students Q125 2 .4 .7 Enlarging the potential healthy in school Q127 10 2.0 3.3 Don't know Q128 22 4.3 7.3 ------- ----- ----- Total responses 508 100.0 169.3 0 missing cases; 300 valid cases    Table 13 presents the percent of  impact of safe drinking water system, two dichotomy  labels are most  important those are decreasing  the students’ expenditure  (34.6 percent) and protecting  the students’ health  (34.8 percent). The safe drinking water system through UV system is quite important that will be applied in the school. The project 

38

potential  is  more  contributive  to  the  Royal  Government  of  Cambodia  especially,  improving  students’  family economic through the giving of opportunity to save family’s expenditure.   Table 14: sustainable of the project In order to apply sustainable safe drinking water system, how would you do? (Value tabulated = 1) Pct of Pct of Dichotomy label Name Count Responses Cases Provide and support the maintenance Q131 258 76.1 86.0 Establish the safe drinking water support Q132 11 3.2 3.7 Contributing in cash or in kind for maintenance Q133 35 10.3 11.7 Reporting to class teacher or school director Q134 13 3.8 4.3 Don't know Q135 22 6.5 7.3 ------- ----- ----- Total responses 339 100.0 113.0 0 missing cases; 300 valid cases       Table 14 showing the percent of different source of idea regarding sustainable safe drinking water, most frequency counted in the amount of 258 times are a good number significant which point about strategy for sustainable of the project. The dichotomy label is to provide and support the maintenance (76.1 percent). Not only is this, contributing in cash and in kind most important for sustainable safe drinking water (10.3 percent).                                 

39

Chapter 4: Focus Group Discussion 

 

4.1 School Steering Committee Focus Group The meeting aim is to collect the basic of information on the subject of the water supplied strategies in the school for students’ waster use. Found data were the following results: 

1. Concerning the student touch the tap of clean water. 2. Students’ suggestion that clean water line should connect to in frond of Resource Building. 3. If only one tap of each place should have not enough for students’ use and the better ways should have 2 

taps of each place. 4. Concerning the students’ water container is unclean. 5. Most of students are very happy with this safe drinking water.  6. The priority should be conducted a training course on water born diseases to peer education in the school. 

             

4.2 Student Focus Group Discussion  The focus group discussion aim is to collect the significant data to support to safe drinking water system project. The sources of information collected from participants during time frame was focused on project conceptualize of safe drinking water, UV system at school, the ways for sustainable project and contribution of beneficiaries.   Focus group discussion was used participatory learning approach with more methods those are brainstorming, question and answer, reading on what they said on the whiteboard and large group discussion.  The focus group discussion was devised into two groups; there are 24 participants in each group.  The following question for focus group discussion given below: 

• How do you think about safe drinking water? • How do you think about UV system at you school?  • How can you do for sustainable of the project? • How do you think? If you are requited to contribute for 500 RH a year for project maintenance.  

4.3 Consolidation of the focused group discussion results: Safe Dinking Water is very important for public is not only students; the safe drinking water system project would be applied for all. The consolidation of responses as below: 

1. Safe drinking water is not danger 2. supporting the using  3.  Have not communicable diseases 

40

4. Students’ less expenditure 5. Decreasing the expenditure for treatment 6. High protecting water born diseases from UV system 7. Water tap is suitable access for use every times 8. Do not spend time for boiling water 

   The UV system is high technology; the consolidation of responses as below: 

1. Do not spend money to buy water 2. Preventing the water born diseases 3. High hygiene 4. Do not necessary bring water from home 5. Trust to use 6. Easy to use 

 Sustainable  project  depended  on  more  factors  to  support  the  processing  of  maintenance  and  operating;  the consolidation of responses as below:  Student: 

1. Supporting and maintenance 2. Disseminating the information regarding safe drinking water to all 3. Instructing about important of safe drinking water system 4. Participating with the project; maintenance, using, supporting and contribution 

 Teacher: 

1. Instructing the information to all regarding safe drinking water system 2. Supporting and maintenance 3. Disseminating the information regarding importantly of safe drinking water 

 Students’ parent: 

1. Instructing children on how to use safe drinking water 2. Contributing the cash and or in kind for project maintenance 3. Disseminating the information about important of safe drinking water for all 

 Contribution: Among  all  respondents of  48 persons  sees  that  500 RH per  a  year  is  suitable  contribute  to  the project  for  safe drinking water system maintenance. They have committed to pay 500 RH per a year if requited by school director.     

41

Chapter 5: Conclusion and Recommendation 

 

5.1 Conclusion We appreciated to make the following conclusion: 

1. Based on found data; the safe drinking water through UV system is most popular at school that EMW should be applied in health for all. The students in school want to use safe drinking water system 100%. 

 2. Students have more expenditure to buy pure drinking water and waste times to boil water. The risk will be 

occurred to them if they are always drink unclean water and are also drink water from food venders in the school (table2).   

  3. Based on found data (table 5); high percent of students’ knowledge sees that use of safe drinking water  is 

high  preventing  from water  born  diseases. However,  smallest  percent  of  students  lack  of  knowledge  on washing the hands. 

4.  5. They are much appreciating support to safe drinking water through UV system at school. They see that their 

first priority is decreasing expenditure to buy pure drinking water and they will be spending very short time to clean water container. 

6.  7. Lost of confident or trust to safe drinking water through UV system  is affective to their families’ economic 

and is exposure of water born diseases.  8.  9. The two focus groups discussion  in total amount of 48 persons and 300 respondents through standardized 

interviews  can  be  represented  in  all  population  of  Soramaridh  Secondary  School  of  Kampong  Chhnang Province. Thus, they commit to contribute 500 RH per a year for project maintenance. 

 10. Project impact 

 • Short term of impact: School director, class teachers and all students are happy with this project and 

they have use safe drinking water applied by EMW/Program in Cambodia.  

• Long term of  impact: Students and teachers will be used safe drinking water  in period of times to times, decreases students’ expenditure from year to year, decreasing the 90 percents of water born diseases  among  total  population  of  3444  students  in  the  Soramaridh  Secondary  school,  school steering  committee understand very well about  safe drinking water  through UV  system and  they also have full skill in UV system maintenance. The UV system maintenance train by HCHH company before hand over to school steering committee member.  

 • For solar system is under the KAMWORKS responsibility for 20 year warranty.               

  

    

42

5.2. Recommendation 

1. The safe drinking water through UV system should be applied to Soramaridh Secondary School. The interesting of beneficiaries is an indicator and it is pointer about important of safe drinking water so, EMW should enlarge own potential through UV system to other school in Cambodia.  

 2. Water born diseases education should be conducted at least three times a year of every 

year in order promote life skill for students. The professionalism should be proposed health service providers or other private sectors. 

 3. EMW manage and discuss more details both school director and class teachers to form 

structure of water user committee and preparation of financial management document and keeping files of expenditure and reports. 

 4. Water user committee should disseminate information about contribution both in cash 

and in kind for project maintenance after the end of warranty (1 year).     5. The training course both on financial management and technical should be conducted on 

time for water user committee  6. School director and water user committee should conduct regularly monitoring, 

evaluation and is also bi‐monthly meeting.  7. School steering committee should control regularly of UV and water line connection 

system and testing of the water at least bi‐monthly especially, after cleaned fillers of UV system.      

 8. EMW should be applied protocol for the Development and Use of Behavior Change 

Communication Materials and Guideline for Behavior Change Communication Activities in Health in Soramaritdh Secondary School to promote the protecting of water born diseases.     

 

43

  

    

Questionnaires of Study on Safe Drinking Water _______________ 

The data entry will be coded in the presented parenthesis   

 Name of interview: ___________________________Date of interview: ______________ Started time: ________________________________ Time ended: (type)_______________ Name of supervisor: _______________________________________________________  I. Personal information: Name: _________________________________Sex:  Male    Female     Age: _____ Province: _______________________________District: ___________________________ Commune: ______________________________ Village: ___________________________  II. Grade: Class7:   Class 8:   Class9:   Class 10:   Class 11:   Class 12:     III. Learned Training Course (related diseases due to unsafe drinking water) 

What other trainings have you received in the last 1 years ago? 

Topics  Year Sponsoring Agency 

     

     

     

     

     

 IV. Student’s knowledge on water born diseases 

(Multiple response set (check on) 1. Where do you use drinking waters from?  

1. Pure drinking water      

44

2. Boiled water         3. Food venders in school     4. Raw water from home       5. Opened well water         6. Pump well water         7. Water from public service supplier   8. Rain water            9. Other             

 2. Do you know what are health problems face, if you use unlearn water?  

  (Check box question (check on)   Yes      No    (If no skip to question # 4). 

 3. Which kind of diseases if you use unclean water? 

  (Multiple response set (check on) 1. Got diarrhea     2. Vomiting      3. Abdominal pain   4. Got typhoid fever    5. Don’t know      

4. How can we preventing the water born diseases?    (Multiple response set (check on) 

1. Use of safe drinking water          2. Washing the hand after left from toilet        3. Washing the hand after touched unclean things   4. Washing the hand before and after getting the foods   5. Boil water if we suspect unsafe drinking water     6. Don’t know               

 V. Student’s knowledge on advantage and disadvantage of safe drinking water 

(Check box question (check on) 5. Do you know advantages of safe drinking water? 

Yes     No    (If no skip to question # 7).  6. What are advantages of safe drinking water? 

  (Check box question (check on) 1. Protecting the communicable disease   2. Healthy                    3. Do not spend money to buy medicines   4. Good body health          5. Clever to study         6. Don’t know           

45

 VI. Student’s knowledge on how to use safe drinking water 7. How do you do before use safe drinking water      (Multiple response set (check on)       

1. Cleaning the water containers before getting water       2. Washing the hands before and after touch cleaned water containers  3. Keep water place cleaned                4. Don’t know                   

 VII. Student’s knowledge on attractive / interest 8.   Do you interest with this safe drinking water supply project for you’re personally?      Interest    disinterest    9. Do you happy with this safe drinking water system?     Yes         No    10. Do you trust this safe drinking water system?     Yes         No   (If no where you use water from?)                                                        11. Do you think this safe drinking water system is usefully?     Useful    Unless    (If unless skip to question # 13)  12. Please give us the impact of this safe drinking water system?     (Multiple response set (check on) 

1. Decreasing the student’s expenditure     2. Protecting the student’s health       3. Decreasing the student’s parent expenditure   4. Protecting the water born diseases     5. Motivating the teachers and students     6. Improving the infrastructure of education   7. Enlarging the potential healthy in school      8. Don’t know             

 VIII. Student’s knowledge on sustainable of project   13. In order to apply sustainable safe drinking system, how would you do?  

1. Provide and support the maintenance           2. Establish the safe drinking water supported committee     3. Contributing in cash or in kind for maintenance        4. Reporting to class teacher or school director of any unusual cases   5. Don’t know                    

 

46

Signature of Interviewer           Signature of Supervisor _____________________              ______________________    

 

C. Water Tank and school awareness pictures

The safe drinking water system project completely installation on March 31st, 2011 and hand over to school committee on April 4th 2011.

47

Mr. Kit Minearith, Director of Soramarith secondary school and Mr. Phouv Narin, Program Manager, BOL, EMW sign project hand over document on April 4, 2011.

The activities of school meeting between EMW staffs and all teachers in Soramarith secondary school on April 4th, 2011,

48

Well construction activities in Soramarith school first step.

The maximum of water in the well 7 m³ per day

Safe drinking water has three filters and UV system is running by solar panel. The quantitative of water capacity 5 m³ per day in water tank.

49

Awareness activities in Soramarith school have more than 3000 student are participates and have 5 groups different. The main topic in awareness is water sanitation and hygiene.

The activities of students taken water for drinking .

50

They are enjoy drinking water and feel confident of water system

51

D. School map for drinking water places